Methods
Context
Research for this study occurred in the participant, Madison’s, home and this study was
done as part of a tutoring program sponsored by St. John Fisher College. Madison (a
pseudonym) lives in a suburb in western New York in a town house with her mother. They just
recently moved to this new location after living in an apartment complex also located in Webster,
New York. The town house is a nice, quiet location located near the participant’s middle school.
Many other families with children Madison’s age also live in their neighborhood. Madison will
be the only participant taking place in this study. She lives only with her mother due to the recent
divorce between the mother and father. The socioeconomic status of the family is middle class
and, as a result of living with her mother, Madison sees more of her mother than her father.
Participants
Madison is thirteen years and ten months old and is a Caucasian female. Madison is an
average, energetic teenager who enjoys activities such as being a part of girl scouts, playing on
the computer, watching television, and texting and hanging out with friends. She is currently in
seventh grade and is attending a middle school near her home. Her mother states that throughout
her years at school, Madison has always had an attention problem and currently has an IEP
(Individualized Education Plan) for her Attention Deficit Disorder (ADD). Although Madison
has a positive attitude towards school, she has a hard time focusing on learning for a long period
of time. To help limit her distractions Madison is in a self-contained ELA class and is currently
taking Adderal XR for her difficulty with distractions.
Researcher Stance
As a researcher, I worked one on one with Madison and I am currently a graduate
student at St. John Fisher College. I am working on obtaining a Master’s Degree in Literacy and
have a current bachelor’s degree in Spanish and Secondary Education. While also working
towards certification in Literacy, I presently have a certification in Spanish, Secondary
Education, and Special Education.
Method
During this study, I executed a variety of different vocabulary strategies with Madison;
and determined the benefits of each strategy. The study focused on vocabulary strategies that
consisted of learning vocabulary through mainly context, and learning vocabulary through
mainly direct instruction. Vocabulary strategies taught using a mixture of context and direct
instruction, and also using synonyms and antonyms were incorporated. Through implementing
these strategies, I observed how Madison interacted with the new vocabulary and her ability to
apply the new vocabulary words. I observed how the strategies worked for her and what benefits
they provided in learning and acquiring the new vocabulary. Madison and I had five sessions
together and each lasted for about an hour. There were four different types of strategies
implemented, and during each session, a new strategy was introduced. Madison learned new
vocabulary words using a context strategy, a direct instruction strategy, a mixture of both context
and direct instruction, and a strategy using synonyms and antonyms.
For the context strategy, I read a book to Madison; and chose four specific vocabulary
words for her to acquire. While reading aloud to Madison, I had her acquire the meaning of the
new vocabulary words through the contexts around the words; including surrounding sentences,
pictures, and other clues. With the direct instruction strategy, I chose four words for Madison to
learn and I explicitly taught her the new words directly using graphic organizers. It separated the
words from surrounding contexts and focused only on the vocabulary words. For the strategy
where context and direct instruction were combined, Madison learned four new vocabulary
words using a read-aloud book while also separating the words from the story. Here, I introduced
the words explicitly before reading by using picture cards and had Madison repeat the words.
Then, during reading, when we approached the word, I paused to explain it, asked questions, and
used the surrounding contexts. Lastly, after reading I referred back to the new vocabulary words,
reviewed their meanings, and had Madison create her own examples; using pictures, sentences,
or graphic organizers.
The final strategy I implemented with Madison involved using synonyms and antonyms.
I introduced to her one or two vocabulary words and then had these words incorporated into a
semantic web that connected the parts of speech, the definition, synonyms, antonyms, and other
related vocabulary words with the new vocabulary words to remember and apply the new
vocabulary words. In an interview, I asked her questions about each strategy and the words
learned; such as asking her what she remembered about the words learned, what she liked about
the strategy, and what she did not like. During the fifth session, I had a follow up interview with
Madison where we discussed all the strategies. I asked her questions about what strategy helped
her most, and asked questions to see if she retained the new vocabulary words learned.
Quality and Credibility of Research
In doing this research it was important to ensure the quality and credibility of the study.
Mills (2007) defines credibility as the researcher’s ability to take into account the complexities
that occur during a study and to deal with patterns that may be difficult to explain. To help assure
credibility during this study, I applied certain strategies. I did peer debriefing with a colleague
who helped me to reflect on the progress of the study (Mills). It helped to have more than one
person analyze how the strategies worked, and it was beneficial to have additional insights
throughout the process. I also practiced triangulation with this study. This is where the researcher
compares a variety of data sources and different methods with one another in order to crosscheck the data (Mills). I collected information using multiple approaches; including observing
Madison and being an active participant in working with her. In addition, I performed follow up
interviews with Madison; asking her questions about the strategies and how they helped her.
Lastly, I also have artifacts and student work to show her progress with the words and how the
strategies assisted her. I made sure to collect documents, audio recordings, artifacts,
questionnaires, and other student work that she has completed.
I also ensured transferability during my research. Transferability refers to researcher’s
believing that everything they study is context bound and not to develop statements that can be
generalized to larger groups of people (Mills, 2007). Here, I collected very detailed and
descriptive data that is specific to the study which will allow for comparisons to be made
between different contexts. It was also important to develop detailed descriptions of the context
in order for judgments and views to be made with other contexts. Dependability, which refers to
the stability of the data, was also important to ensure during the study (Mills, 2007). With
dependability, I again made sure to use the triangulation process and used multiple methods so
that the weakness of one was compensated by the strength of another (Mills). Another strategy to
help ensure dependability is to establish an “audit trail.” During this process, a critical colleague
examined the process of my data collection, analysis, and interpretation. My critical colleague
kept a written description of her feedback and comments that helped provide insight to my
research.
Lastly, I ensured confirmability during my research. Mills (2007) defines confirmability
as the neutrality or objectivity of the data that has been collected. The triangulation process
(implementing and comparing a variety of methods into the study) helped guarantee
confirmability because the methods were compared with each other; allowing for me to crosscheck the data. I also practiced reflexivity, where I continue to refer back to my research
questions, and as I receive results, reflect on my previous questions and create new ones for
further research. By keeping a journal, I am able to reflect on these areas on a regular basis.
Informed Consent and Protecting the Right of the Participants.
Before beginning my research process, I needed to collect informed consent and protect
the rights of the participants. This was a qualitative study where I worked one on one with
Madison. I gave a consent form to her that discussed the study and asked for her permission and
signature to confirm authorization to perform research. In addition, I also gave her mother a
consent form that explained the purpose of the study and asked for her permission and signature;
allowing me to work with her child. It’s also important to note that the parent knew that, for this
study, all names were anonymous and that identifying marks were removed from all the artifacts
used during the study. All participants’ names were replaced with pseudonyms and
confidentiality was guaranteed.
Data Collection
As discussed earlier, there were multiple forms of data collected. I performed active
observation in working one on one with Madison. Here I was able to see how she interacted with
each strategy and how they benefited her in learning the vocabulary words. In addition, during
each observation, I had field notes that I referred back to, helping me to remember how the
session went, and all of the specific points and important information needed for assessing and
analyzing the strategies. After each session, I had a journal where I reflected on the session. As a
follow up, after each strategy was implemented I had an interview with Madison discussing how
the strategies helped her and what she remembered. There was a total of five interviews;
including a follow up for each strategy and a final interview that discussed what helped her the
most overall. Lastly there are many different artifacts and student work that were involved for
each strategy, and I was able to review and analyze them to see how the strategies assisted her.
Thank you to Natalie Nicoletti for allowing me to use her work as an exemplar.